Publications

Books

Frankenberg, E., Garces, L., & Hopkins, M. (Eds.) (2016). School integration matters: Research-based strategies to advance equity. New York: Teachers College Press.

Gándara, P., & Hopkins, M. (Eds.). (2010). Forbidden language: English learners and restrictive language policies. New York: Teachers College Press.

Select Journal Articles

Hopkins, M., Weddle, H., Castillo, M., Costa, J., Edwards, K., Elliot, S., Gautsch, L., Lowenhaupt, R., & Salas, V. (2022). Upholding multilingual learners’ civil rights under ESSA and beyond: State leadership and the contextual factors shaping federal policy implementation. American Journal of Education.

Hopkins, M., Weddle, H., Lavadenz, M., Vahdani, T., & Murillo, M. (2022). Examining the English learner policy ecology: How educators navigated the provision of designated English language development (ELD) support at the secondary level. Peabody Journal of Education, 97(1), 47-61.

Weddle, H., Yoshisato, M., & Hopkins, M. (2021). Professional learning for secondary teachers of English learners in an urban school district: Examining systems of support. Journal of Professional Capital & Community.

Hopkins, M., Weddle, H., Bjorklund, P. Jr., Umansky, I. M., & Dabach, D. B. (2021). “It’s created by a community”: Local context mediating districts’ approaches to serving immigrant newcomers. AERA Open, 7(1), 1-13.

Callahan, R., Gautsch, L., Hopkins, M., & Unda, M. (2020). Equity and state immigrant inclusivity: English learner education in ESSA. Educational Policy.    

Umansky, I. M., Hopkins, M., & Dabach, D. B. (2020). Ideals and realities: How leaders navigate integration and separation for immigrant newcomers. Leadership and Policy in Schools, 19(1), 36-59.

Hopkins, M., Bjorklund, P. Jr., & Spillane, J. P. (2019). The social side of teacher turnover: Closeness and trust among elementary general and special education teachers in the United States. International Journal of Educational Research, 98, 292-302.

Hopkins, M., Gluckman, M., & Vahdani, T. (2019). Emergent change: A network analysis of elementary teachers’ learning about English learner instruction. American Educational Research Journal.

Hopkins, M., & Schutz, K. (2019). Bilingual teacher leadership: Supporting linguistically responsive practices and parent engagement in schools. NABE Journal of Research and Practice, 9(2), 96-109.

Spillane, J. P., Hopkins, M., & Sweet, T. (2018). School system educational infrastructure and change at scale: Teacher peer interactions and their beliefs about mathematics instruction. American Educational Research Journal, 55(3), 532-571.

Callahan, R. M., & Hopkins, M. (2018). Using ESSA to improve secondary English learners’ opportunities to learn through course taking. Journal of School Leadership, 27(5).

Spillane, J. P., Hopkins, M., & Sweet, T. (2017). School system educational infrastructure and change at scale: Teacher peer interactions and their beliefs about mathematics instruction. American Educational Research Journal. Advance online publication.

Vasquez Heilig, J., Romero, L., & Hopkins, M. (2017). Coign of vantage and action?: Considering California’s local accountability and school finance plans for English language learners. Education Policy Analysis Archives, 25(15).

Hopkins, M., Ozimek, D., & Sweet, T. M. (2017). Mathematics coaching and instructional reform: Individual and collective change. Journal of Mathematical Behavior, 46, 215-230. doi: 10.1016/j.jmathb.2016.11.003

Hopkins, M., Malsbary, C. B., & Morales, P. Z. (2016). Responsive federal policy for bi/multilingual students. The Education Law and Policy Review, 3, 31-57.

Hopkins, M. (2016). Beliefs in context: Understanding language policy implementation at a systems level. Educational Policy, 30(4), 573-605. [First published online in 2014.]

Brezicha, K., & Hopkins, M. (2016). Shifting the zone of mediation in a suburban new immigrant destination: Community boundary spanners and school district policymaking. Peabody Journal of Education. [Alphabetical order indicates equal authorship.]

Hopkins, M., Lowenhaupt, R., & Sweet, T. (2015). Organizing English learner instruction in new immigrant destinations: District infrastructure and subject-specific school practice. American Educational Research Journal, 52(3), 408-439.

Hopkins, M., & Spillane, J. P. (2015). Conceptualizing relations between instructional guidance infrastructure (IGI) and teachers’ beliefs: Regulative, normative, and cultural-cognitive considerations. Journal of Educational Change, 16(4), 421-450.

Spillane, J. P., Hopkins, M., & Sweet, T. (2015). Intra- and inter-school interactions about instruction: Exploring the conditions for social capital development. American Journal of Education, 122(1), 71-110.

Hopkins, M., & Spillane, J. P. (2014). Schoolhouse teacher educators: Structuring beginning teachers’ opportunities to learn about instruction. Journal of Teacher Education.

Hopkins, M. (2013). Building on our teaching assets: The unique pedagogical contributions of bilingual teachers. Bilingual Research Journal, 36(3), 350-370.

Hopkins, M., & Heineke, A. J. (2013). Teach For America and English language learners: Shortcomings of the organization’s training model. Critical Education, 4(2), 18-36.

Hopkins, M., Spillane, J. P., Jakopovic, P., & Heaton, R. M. (2013). Infrastructure redesign and instructional reform in mathematics: Formal structure and teacher leadership. The Elementary School Journal, 114(2), 200-224.

Spillane, J. P., & Hopkins, M. (2013). Organizing for instruction in education systems and organizations: How the school subject matters. Journal of Curriculum Studies, DOI: 10.1080/00220272.2013.810783.

Hopkins, M., Martinez-Wenzl, M., Aldana, U. S., & Gándara, P. (2013). Cultivating capital: Latino newcomer young men in a U.S. urban high school. Anthropology and Education Quarterly, 44(3), 286-303.

Hopkins, M., Thompson, K., Linquanti, R., Hakuta, K., & August, D. (2013). Fully accounting for English learner performance: A key issue in ESEA reauthorization. Educational Researcher, 42(2), 101-108.

Hopkins, M. (2012). Arizona’s teacher policies and their relationship with English learner instructional practice. Language Policy, 11(1), 81-99.

Hopkins, M. (2008). Training the next teachers for America: A proposal for reconceptualizing Teach For America. Phi Delta Kappan, 89(10), 721-725. Condensed in Education Digest, 74(6) (Feb 2009), 4-10. Reprinted in The Norton field guide to writing with readings, 2nd Edition (Oct 2009).